There is a collective sense of purpose. It inspires me to be amongst colleagues who believe that their work—raising boys to be courageous and compassionate men—is good for this world. We do this work by believing in the expansive potential of each boy, and we support each other to get better at it each day.
During my onboarding, I was a part of the collaborative learning cohort. Being a part of this cohort allowed me to dive into using learning targets and skill-based teaching. While working on the social studies curriculum for fourth grade, I was able to work across different grade levels and with our Lower School librarian and music teacher. Having a guide for our social studies curriculum has been very valuable this year.
Teaching drama and public speaking courses to Upper School boys gives me an incredible sense of purpose as an educator in that I am continuously afforded opportunities to help my students learn to both trust and express themselves in authentic ways, to learn the importance of empathy, and to recognize the value of communication, whether artistic or practical. These are skills and sensibilities that I fervently believe are crucial to becoming a well-rounded, purpose-driven, curious, and caring adult.
I feel connected and supported by my peers, who are always willing to show up when needed. This help has allowed me to feel comfortable taking chances and growing as an educator. These relationships have allowed me to branch out of my comfort zone and feel more fulfilled in my career. This does not only apply to Browning’s teachers, but to the administrators as well. Whenever anyone wants to take on a new challenge they provide the support needed to be successful.
Working with boys is fulfilling and energizing. As a Kindergarten teacher, I have seen the students develop a community of collaboration, curiosity, and enthusiasm. They not only hold each other accountable to our routines and expectations but enjoy each other's company. My favorite part of any day is playing and laughing with the boys.